Date of Award
2019
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Cherie Gaines
Second Advisor
Andrew Courtner
Third Advisor
Shannon Collins
Abstract
Student achievement and the state Standards of Learning testing was a critical criterion for success for school districts, administrators, and teachers. The researcher in this study investigated the efficacy of the Comprehensive Instructional Program in improving student achievement in reading and mathematics and whether school configuration impacted student achievement. The population consisted of all students in District A in Virginia who took achievement tests in reading and math in 2012-2018. The researcher determined there was a significant difference in reading and math scores between pre‑implementation and post-implementation in grades 3-8 as measured by the Virginia Standards of Learning testing program and that school configuration had no impact on the pass rate of the tests.
Keywords
Comprehensive Instructional Program, Reading, Mathematics, Virginia Standards of Learning Tests, Academic achievement
Recommended Citation
Shortt, Marcia, "The Effect of Comprehensive Instructional Program on Grades 3-8 Student Achievement" (2019). Ed.D. Dissertations. 23.
https://digitalcommons.lmunet.edu/edddissertations/23
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons, Language and Literacy Education Commons, Science and Mathematics Education Commons
